UNIVERSITY FACULTY SENATE FORMS
Academic Program Approval
This form is a routing document for the approval of new
and revised academic programs. Proposing department should
complete this form. For more
information, call the Faculty Senate Office at 831-2921.
Submitted by: Iva Obrusnikova ____________phone number_x8032_________________
Department: _Behavioral Health and Nutrition ____email
address_obrusnik@udel.edu_____
Date: _09/26/2011___________________________________________
Action: _To add a minor______________________________________________________________
(Example: add major/minor/concentration, delete
major/minor/concentration,
revise major/minor/concentration,
academic unit name change, request for permanent status, policy change,
etc.)
Effective term_____12F_______________________________________________________________
(use format 04F, 05W)
Current degree_____________________________________________________
(Example: BA, BACH, BACJ, HBA,
Proposed change leads to the
degree of: ________________________________
(Example: BA,
BACH,
Proposed name:___ Health, Physical Activity, and Disability Minor______________
Proposed new name for revised
or new major / minor / concentration / academic unit
(if applicable)
Revising or Deleting: N/A
Undergraduate major / Concentration:_____________________________
(Example:
Applied Music – Instrumental degree BMAS)
Undergraduate minor:________________________________________
(Example: African
Studies, Business
Administration, English, Leadership,
etc.)
Graduate Program Policy statement change:________________________
(Must
attach your Graduate Program
Policy Statement)
Graduate Program of Study:_____________________________________
(Example: Animal Science: MS Animal Science: PHD
Economics: MA Economics: PHD)
Graduate minor / concentration:__________________________________
Note: all graduate studies
proposals must include an electronic copy of the Graduate Program Policy
Document, highlighting the changes made to the original policy document.
List new courses required for
the new or revised curriculum. How do they support the overall program
objectives of the major/minor/concentrations)?
(Be aware that approval
of the curriculum is dependent upon these courses successfully passing through
the Course Challenge list. If there are no new courses enter “None”)
BHAN 445 Health, Physical
Activity, and Disability (see a submitted new course proposal).
Advanced
study and implementation of individualized physical activities for people with
various disabilities in a variety of settings that promote health and wellness. Development of professional, advocacy, and
leadership skills will be emphasized.
Explain, when appropriate,
how this new/revised curriculum supports the 10 goals of undergraduate
education: http://www.ugs.udel.edu/gened/
In all courses, students will learn to think
critically, conceptually, and creatively, especially when assessing and accommodating
the needs of individuals with disabilities in health and physical activity
settings [Goals 2, 8]. Academic knowledge
will be applied through supervised practical experiences in fields that are
applicable to student professional goals [Goal
7]. When planning for or working with individuals with disabilities, students
will have the opportunity to analyze a multitude of barriers to health and
physical activity from a variety of perspectives, national and international [Goals 4, 5, 10]. Students will learn to
appreciate differences in people, as well as identify the basic national and
international legislation that prevents discrimination of and guarantees equal
opportunities for those with differences in health and physical activity
settings [Goals 4, 9, 10]. Students
will engage in written and oral conversations with their peers, community
partners, exercise specialists, parents, and individuals with disabilities (through
a variety of assistive technology) to broaden their perspective and attain
effective communication skills. They will use digital tools for information
gathering to cultivate and deepen the kind of intellectual curiosity
that goes beyond simple engagement and leads to lifelong learning [Goals 1,
6]. As a multidisciplinary minor, students will be provided with
opportunities for both individual and collaborative work when planning
strategies to improve inclusion of individuals with disabilities in health and physical
activity settings [Goal 3]. Considering
the international perspective of the field, collaborations and exchanges with international
partners such as the Erasmus Mundus programs will be promoted in the minor [Goal 10].
Identify other units affected
by the proposed changes:
(Attach permission from the affected units. If no other unit is affected, enter “None”)
Permission/support letters from the following
departments/programs are attached:
A. Dr. Laura Eisenman,
Faculty coordinator for the Disabilities Studies Minor, College of Education
and Human Development/Department of Human Development and Family Studies/Center
for Disabilities Studies
B. Mrs. Sandra Baker, Assistant
Chair, Department of Behavioral Health and Nutrition.
C. Dr. William Farquhar, Chair, Department
of Kinesiology and Applied Physiology,
D. Dr. Laura Glass, Associate
Director,
Describe the rationale for
the proposed program change(s):
(Explain your reasons for creating, revising, or deleting the
curriculum or program.)
Despite the volume of evidence indicating the benefits
of regular physical activity for health and overall functioning, individuals with
disabilities are far less likely to engage in physically active lifestyles compared
to people without disabilities (Pan & Frey, 2006; Obrusnikova &
Cavalier, 2011; Rimmer, 2002). Promoting moderate
levels of physical activity among people with disabilities is an important goal
for public health and policy, because regular physical activity improves
wellbeing and contributes to the prevention or delay of chronic diseases.
Federal legislation established standards for public and commercial programs
that guarantee access of individuals with disabilities to both private and
public programs. Yet, emerging research indicates that health and exercise
professionals are not prepared to accommodate the needs of individuals with
disabilities in these programs (Obrusnikova, 2007; Rimmer
et al., 2004). The Health, Physical
Activity, and Disability minor in the Department of Behavioral Health and
Nutrition is a way of fostering greater awareness, sensitivity, knowledge, and perception of
competence of future health and exercise professionals, so that they can better
assess the needs and develop, implement, and evaluate appropriate programs for
individuals with disabilities. As such, they will be better prepared to
advocate for and comply with regulations of the current federal legislation. With
the trend toward inclusive practices worldwide, students taking this minor will
gain additional skills and experiences, which will make them more marketable when
applying for jobs.
In addition, the minor will help students majoring in Health and Physical
Education to pursue a national certification in Adapted Physical Education. To obtain
this certification, students must (a) have a bachelor’s degree in Physical
Education or equivalent (e.g., Sport Science, Kinesiology, etc.); (b) have a
minimum of 12 semester credit hours specifically addressing the educational
needs of individuals with disabilities (9 credit hours must be specific to the
area of adapted physical education/activity); (c) have a minimum of 200 hours
of documented experience providing physical education instruction to
individuals with disabilities; and (d) pass the national Adapted Physical
Education exam. This minor will help students achieve requirements (b) and (c).
It will also prepare them for the national certification exam. Most
certified adapted physical educators are employed in K-12 school systems but
some are working in early childhood education centers, assisted living
residences, community parks and recreation programs, and outdoor recreation
programs. Students who choose to pursue the adapted physical education
certificate have greater marketability because of the trend in education to
provide more inclusion of students with disabilities in general physical
education.
References:
Pan, C. Y., & Frey, G. C.
(2006). Physical activity patterns in
youth with autism spectrum disorders. Journal of Autism Developmental
Disorders, 36, 597-606.
Obrusnikova,
Rimmer, J. H. (2002). Health promotion for individuals with
disabilities: The need for a transitional model in service delivery. Disease Management and Health Outcomes,
10, 337-343.
Rimmer, J. H., Riley, B., Wang, E., Rauworth, Am., & Jurkowski,
J. (2004).
Physical activity participation among persons with disabilities: Barriers and
facilitators. American Journal of
Preventive Medicine, 26, 419-425.
Program Requirements:
(Show the new or revised curriculum as it should appear in the
Course Catalog. If this is a revision,
be sure to indicate the changes being made to the current curriculum and include a side-by-side comparison of
the credit distribution before and after the proposed change.)
MINOR IN HE
Provides
undergraduate students with a theoretical base and quality field-based
experiences to appropriately serve individuals with disabilities across the
lifespan in a variety of settings that promote health and wellness.
The minor is open to students in any major, but it is particularly suited for
students who are planning careers in health and exercise sciences such as
health and physical education, health promotion, fitness, occupational therapy,
therapeutic recreation, physical therapy, sports medicine, and coaching. The
minor will help Health and Physical Education students to pursue a national
certification in Adapted Physical Education. Students applying for the minor
must have completed at least one semester of full-time study with a minimum GPA
of 2.0. A grade of C- or better in required courses is needed for successful
completion of the minor.
Courses:
1. KAAP 301 – Lifespan Motor Development (4
credits)
or
KAAP 428 – Motor Control and Learning (4 credits)
2. BHAN 342 – Introduction to Adapted Physical
Activity (3 credits)
or
BHAN 343 – Adapted Physical
Education (3 credits)
3. BHAN 403 – Practicum in Adapted Physical
Activity (3 credits)
4. BHAN 445 – Health, Physical Activity, and
Disability (3 credits)
5. Elective (3 credits) from the following
courses:
a.
BHAN 332 – Health
Behavior Theory and Assessment
b.
BHAN 335 – Health and
Aging
c.
BHAN 435 – Physical
Activity Behavior
d.
NTDT 410 – Overweight/Obesity Prevention and Management
e.
*
*Recommended for and can only be taken by Health and Physical
Education majors pursuing the minor.
Minimum
number of credits required for the Minor is 16 credits. Students may take a maximum of 6 credits
toward their major.
Prerequisite
Courses:
1.
PREREQ for
KAAP 428: KAAP 309 (students may take KAAP 301, which does not have any PREREQ)
2.
PREREQ for BHAN 435: KAAP 220 or KAAP 309 (students
may take a different elective, such as BHAN 332 or BHAN 335, which do not have
any PREREQ)
3.
PREREQ for
4.
PREREQ for NTDT 410: NTDT 200 (all BHAN and KAAP students have to take this prerequisite
as a part of their major)
ROUTING AND AUTHORIZATION: (Please do not remove supporting
documentation.)
Department Chairperson Date
Dean of College Date
Chairperson, College Curriculum
Committee___________________________________Date_____________________
Chairperson, Senate Com. on UG or GR
Studies Date
Chairperson,
Senate Coordinating Com. Date
Secretary, Faculty Senate Date
Date of Senate Resolution Date
to be Effective
Registrar Program
Code Date
Vice Provost for Academic Affairs
& International Programs Date
Provost Date
Board of Trustee Notification Date
Revised
